Math Intervention

Report
MATH INTERVENTION- TEN
FRAMES
Presented by Diane Burtchin, Rossford Schools
Adapted from the book It Makes Sense! Using Ten
Frames to Build Number Sense by Melissa Conklin
GOALS FOR THIS SESSION



To learn about ten frames and double ten frames
To learn how to use ten frames to teach/reinforce
a variety of concepts
To walk away with at least three activities that
could be used in classrooms
WHAT IS A TEN FRAME?

A ten frame is a five by two array used to support
the development of the landmark numbers of 5
and 10.
WHAT IS A DOUBLE TEN FRAME?
It is to ten frames used to support the
development of the landmark numbers of 10 and
20.
 It is also designed to support addition strategies
(such as making a ten) and place-value ideas
(such as building 14)

WHY USE TEN FRAMES?


State standards require students to solve
addition and subtraction problems using a
variety of strategies, including models.
Ten frames are one such model, and they can
help students efficiently develop an
understanding of these operations.
USING THIS RESOURCE
Use the Chapter Connections to the NCTM Focal
Points to select lessons appropriate for your
grade level
 Determine which of the three types of lessons you
would like to use

Routines- short lessons that should be revisited
several times a year in order to build students’
number sense (5-20 minutes)
 Games- a fun way to practice the skills (10-30
minutes)
 Problem-Solving lessons- require students to
think and reason in order to deepen their
understanding of number (full class period)

LAYOUT OF A LESSON






Lesson Overview- description of what students will
be doing and the math goals
Time- gives a general prediction of time needed
Materials- basic list of materials needed and the
number of sets (most can be found in the
Reproducibles section; will also need counters)
Key Questions- suggested questions to promote
student thinking, class discussion, and ability to
assess what students know
Teaching Directions- step by step lesson plans with
references to the key questions and what a student
might be thinking
Additional Teacher Insights- “Math Matters!”,
“Teaching and Technology Tips”, “A Child’s Mind…”,
“Differentiated Instruction”, “Time Saver”, “Extend
their Learning”, “Teacher Reflections”
ROUTINES USING TEN FRAMES
These are short mini lessons that develop/foster
new learning about number
 Great opportunity to revisit skills from the
previous year and to encourage communication
about mathematics (process standard/new
Mathematical Practices)
 When used often they help students gradually
understand number and build basic fact fluency
 Should be done on a regular basis until mastery
occurs- can use morning or afternoon time,
transition time, etc.
 Have materials ready ahead of time to save time

TIME TO TRY THEM OUT!


Look through the components and discuss what
you need to be prepared for with your students
Walk through the lesson…share comments at
each stage
GAMES USING TEN FRAMES







These are designed to encourage students to rely on
strategy and/or thoughtful decisions
Includes: memory games, more than less than ideas,
combinations of 5 and 10, comparing numbers and
equations; landmark numbers
If you take the time to teach the game to the entire
class or the same group of students you will be
working with, then you will save time later on
It is a good idea to prepare materials ahead of time
(colored cardstock, laminate, use letters or stickers,
etc.)
Think classroom management strategies as well
Modeling the games is a good idea!
Use recording sheets while the students are playing
and help them record their own thinking
LET’S PLAY!


Discuss possible management issues and how you
might address them
What information might be helpful for the
student to record? For the teacher to record?
PROBLEM-SOLVING WITH TEN FRAMES





Some lessons follow a set up with an introduction
(connection to prior learning), exploration
(opportunities to discover, deepen, and extend their
understanding of number), and summary (cement
their understanding and communicate their thinking)
It could take more than one period initially
You state the problem but do not tell the students
how to solve the problem (have them talk to one
another about what it is they are trying to solve and
how they might approach it)
Use the key questions to guide the conversation (you
may have to start them on a path to solving the
problem or start with a simpler problem)
You are the facilitator!
SO LET’S PROBLEM-SOLVE!


How might you adjust this activity for your
learners?
Take a closer look at the assessment piece and
share your thoughts on what you see.
QUESTIONS?

Please call or email me if you have questions or
would like additional pieces of this workshop (you
are also welcome to borrow the book)

similar documents